Modeling the impacts of national and institutional financial aid opportunities on persistence at an elite Chilean university

Horn, Catherine; Santelices, María Verónica; Catalán, Ximena

doi:10.1007/s10734-014-9723-3

Cited by 11 publications

(16 citation statements)

References 20 publications

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“…Most national financial aid resources require some sort of merit (e.g., admission test performance, high school grades or ranking) and demonstrated need as eligibility determinants (Horn et al 2014). There are also a few scholarships awarded based on specific requirements, such as the Grant for Teacher Training Programs and the Grant for children of Teaching Professionals.…”

Section: The Higher Education and Financial Aid System In Chilementioning

confidence: 99%

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Determinants of persistence and the role of financial aid: lessons from Chile

et al. 2015

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This article explores the determinants of persistence in the Chilean higher education system, considering academic and socio-demographic factors as well as the role of financial aid. The financial aid policy for students in Chile has undergone major changes over the last decade, which has allowed individuals from usually underrepresented income groups to enroll in higher education institutions. This analysis combines information from four public administrative agencies, obtaining a sample of over 75 % of all high school graduates for the period 2007-2010. Methods include descriptive statistics, logistic regression and propensity score matching (PSM). Both continuous persistence and reentry were studied at the system and at the institutional level for all four cohorts. Descriptive results show that short-and long-term dropout rates at the system level are high, and dropout rates are even higher at the level of institutions. Findings from the PSM show that the non-subsidized state loan is the instrument that displays the strongest correlation with persistence and it holds homogeneously across students from different socioeconomic groups. Among grants, we find consistently positive effects of need-based grants targeting low-income students attending technical institutions. We provide educational policy recommendations based on our findings.

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Section: The Higher Education and Financial Aid System In Chilementioning

confidence: 99%

“…For more details about the Financial Aid System in Chile, see appendix 1 in(Horn et al 2014),(Financial Aid Committee Report 2012; World Bank 2011; OECD 2009;Larrain and Zurita 2008).…”

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Determinants of persistence and the role of financial aid: lessons from Chile

et al. 2015

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“…The first point analyzed with the bibliographic survey was the response variable. In terms of evaluating student retention policies, as would be expected, most authors start by observing the impact of actions on dropout rates among students (Araújo et al, 2019;Bednar & Guicheva, 2013;Bettinger & Baker, 2014;Bettinger et al, 2012;Bifulco et al, 2019;Braunstein et al, 2000;Castleman & Page, 2016;Cofer & Somers, 2001;Dowd & Coury, 2006;Horn et al, 2014;Macedo & Soares, 2020;Maciel et al, 2017;Martin & Sheckley, 2000;McKinney & Novak, 2013;Mendez et al, 2011;Mendoza et al, 2009;Peng & Fetters, 1978;Qayyum et al, 2019;Rab et al, 2016;Southwell et al, 2018;Torres et al, 2019;Wessel, Bell, McPherson, Costello, & Jones, 2006). The dropout variable is sometimes measured by the authors from negative correlations with different factors: graduation or completion, permanence, or persistence.…”

Section: Forms Of Evaluationmentioning

confidence: 99%

“…In Chile, Horn, Santelices, and Avendaño (2014) observed that the most common forms of assistance are scholarships and student financing loans. This trend toward financially biased policies was also seen in Spain (Silvente, Gazo, & Fanals, 2018).…”

Section: Introductionmentioning

confidence: 99%

Student retention policies in higher education: reflections from a literature review for the Brazilian context

Silva

Sampaio

2022

Rev. Adm. Pública

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Dropout in higher education is a matter of global interest, and several policies were created to encourage students to stay in universities. This article aimed to identify patterns of evaluation of student retention policies in higher education through a systematic literature review, selecting 39 documents from Scopus, Sage Journals, Web of Science, Google academic, and CAPES Periodicals. Regarding evaluation forms, the results indicated the predominance of analyses on the effects of policies on dropout. However, some studies evaluated students’ performance and time to graduation. Research works were mostly applied in public university environments, which indicates a scarcity of scientific production about private educational institutions. As for the formats of permanence policies, the literature pointed out four types of aid with different natures: financial, assistance, based on academic merit, and by criteria of students’ need/vulnerability. Based on the research, it was proposed that the evaluation of permanence policies should be threefold, considering permanence, performance, and time until graduation. Among the gaps in the literature, comparative studies between the types of policies were highlighted.

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“…En tercer lugar, las políticas de financiamiento y acceso son los dos últimos temas relacionados con las políticas de educación superior. Horn, Santelices, and Avendano (2014), desarrollaron un estudio cuantitativo en una universidad privada chilena para entender las contribuciones longitudinales de combinaciones de tipos de ayuda financiera a la persistencia de estudiantes de bajos ingresos. Por otra parte, Espinoza (2008), examinó el impacto producido por las políticas de financiamiento de la educación superior en Chile entre 1973 y 2000.…”

Section: Políticas De Educación Superiorunclassified

La investigación en educación superior en Chile: Una perspectiva sobre patrones de publicación y temas emergentes

Muñoz‐García

Queupil

Bernasconi

et al. 2019

EPAA

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In the context of a recent increase in the Chilean production of knowledge within the field of higher education, this article reveals some trends exhibited by this production, as well as the main research topics. With this aim, we examine the number and institutional affiliations of research grants in the area, provide a bibliometric analysis of Web of Science (WoS) and Scopus publications, and present a content analysis of works indexed in WoS and Scopus published from 2005 to 2015. Results show a clear growth pattern, both in research grants and articles published. Research capacities in the field appear to be distributed across several universities in Chile, and to involve scholars based not only in schools of education, but also those in several other academic units in diverse disciplinary and professional domains. Themes emerging from the content analysis can be grouped in four main research lines: curriculum, teaching and learning; trajectories and experiences of students; the academic profession; and higher education policy.

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Modeling the impacts of national and institutional financial aid opportunities on persistence at an elite Chilean university

Cited by 11 publications

References 20 publications

Determinants of persistence and the role of financial aid: lessons from Chile

Determinants of persistence and the role of financial aid: lessons from Chile

Student retention policies in higher education: reflections from a literature review for the Brazilian context

La investigación en educación superior en Chile: Una perspectiva sobre patrones de publicación y temas emergentes

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